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Leveraging collaboration for information literacy in psychology

Leveraging collaboration for information literacy in psychology A case study of the integration of information literacy into a psychology research course is presented. The process of integration began with developing learning outcomes, a four‐hour curriculum, exercises, and an assessment instrument, which were approved by the Psychology Department's undergraduate curriculum committee. Also emphasized is the ongoing exchange of expertise between liaison librarian and psychology faculty to enhance library‐related components in the design of the course. Difficulties in implementing the program are described, along with the use of outcome statistics to underscore the value of the partially implemented program. Librarians used data from student assessments to highlight the need for more intensive and extensive student training to meet learning objectives. The sometimes laborious process of academic negotiation is discussed, along with the resulting decision to develop a psychology literature tutorial through collaboration between a junior Psychology Department faculty member and a librarian. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Leveraging collaboration for information literacy in psychology

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Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907320410537702
Publisher site
See Article on Publisher Site

Abstract

A case study of the integration of information literacy into a psychology research course is presented. The process of integration began with developing learning outcomes, a four‐hour curriculum, exercises, and an assessment instrument, which were approved by the Psychology Department's undergraduate curriculum committee. Also emphasized is the ongoing exchange of expertise between liaison librarian and psychology faculty to enhance library‐related components in the design of the course. Difficulties in implementing the program are described, along with the use of outcome statistics to underscore the value of the partially implemented program. Librarians used data from student assessments to highlight the need for more intensive and extensive student training to meet learning objectives. The sometimes laborious process of academic negotiation is discussed, along with the resulting decision to develop a psychology literature tutorial through collaboration between a junior Psychology Department faculty member and a librarian.

Journal

Reference Services ReviewEmerald Publishing

Published: Jun 1, 2004

Keywords: Psychology; Academic libraries; Information; Assessment; Undergraduates

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